Transferring AP, Dual Enrollment, and CLEP Credits

Accelerated credit—earning early college credit while in high school—is often referred to as advanced credit or credit exemption. The most common accelerated learning options include dual enrollment, Advanced Placement (AP), and College Level Examination Program (CLEP).

Dual Enrollment

Dual enrollment allows learners to earn high school and college credits simultaneously, before graduating from high school. Although dual enrollment can be a great option, it is not the best option for all learners.

Credit Exemption Options

Credit exemption by means of testing is another acceleration mechanism. Examples include AP and CLEP.  Parents and students should be aware that colleges and universities adopt institution specific guidelines for accepting accelerated credit by exam and often post test score and course exemptions on their websites. Knowing what will and will not be accepted can save time and money. 

• Advanced Placement (AP) equates to college credit if the student takes the corresponding AP exam and scores well. Acceptable scores and the college credit earned with those scores varies from university to university. For example, Stetson University offers a chart stating scores, credits earned, and courses which may be substituted for the earned scores. 
• College-Level Examination Program (CLEP) is sponsored by the College Board. Though some colleges and universities accept all CLEP exam credits--there are 33 tests available--others have specific guidelines as to which exams they will honor. Again, it is helpful to search a university's website to find out the details. 

To find out whether a learner's college of choice accepts dual enrollment, AP, or CLEP, search for a universitiy's transfer of credits statement on the school's website. Most universities devote a whole page to transfer of credit guidelines with links specific to their campus. 

This list may help get you started in your quest. 

Bellhaven University

Clemson University - AP

Florida State University

Georgia State University - AP

Georgia State University - CLEP

Harvard College

Iowa State - AP

Iowa State - CLEP

Kansas State

Kansas University - AP

Kennesaw State University

Louisiana State university

Miami-Dade College - AP

Miami-Dade - CLEP

Miami University of Ohio

Michigan State University

Millersville University -AP

Penn State University - CLEP

Purdue University - AP

Purdue University - CLEP

Rollins College

Seton Hall University

Stetson University

Texas A&M - CLEP

Thomas Edison State University

University of Alabama

University of Florida - AP 

University of Florida - Credit by Examination

University of Florida - Transfer Statement

University of Kentucky - CLEP

University of Maryland - CLEP

University of Massachusetts - CLEP

University of Minnesota - CLEP

University of Montana - CLEP

University of Nebraska - CLEP

University of North Florida

University of Oklahoma

University of Oklahoma - CLEP

University of Tennessee

Wheaton College

Wofford College - AP

Looking for the home education admission requirements for colleges and universities? Check out this blog post. 

Just one more reason why

EVERY. MOMENT. MATTERS. 

even in the high school years!

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Dual Enrollment? Not So Fast

Dual enrollment offers learners opportunity to earn high school and college credits--simultaneously--before graduating from high school.

It's a great option for some students.

But, it isn't the best option for all students.

Yes, sign me up! (the Pros)

• Free or reduced tuition for college-level courses.
• Experience campus life.
• Offers student opportunity to learn course content in the student's area of interest.
• Student's enrolled get to learn what goes into completing college work.
• Allows colleges and universities to validate a student ready and capable of handling college-level material.
• May improve a student's weighted GPA. 
• May equate to graduating from college early. 
• Evaluation (grade and credit) based on the entire course, not on single test performance. 

Not so fast! (the Cons)

• While there's money to save, there may not be savings in the long run. Be sure to research what courses are needed for a degree and if credits will transfer. 
• Not all learners are ready to walk on campus alongside older students. Perhaps, inquire about online options.
• Not all admission advisors are versed in the prerequisites for specific college majors, hence some courses may be taken and "wasted". Parents should stand ready to know the requirements of a learner's four-year degree (or possible majors) and double check advisor guidance. 
• Not all credits may be accepted; some courses in the major area may be required to be completed where degree will be earned. Check transfer policies like this one for UNF. 
• Excess hours may be costly. 
• Some colleges won't accept all dual enrolled courses. Research and ask questions to avoid unnecessary surprises. 
• Grades earned become part of a permanent college transcript. 

Some of the biggest mistakes we have seen families make are:

Not knowing degree requirements. We know students who weren't sure of future major take an introductory science course (generally without a lab and worth three college credits)--Introduction to Biological Sciences, for example--thinking it would be easier, only to find out once the major was declared the lab science was required. The student sat through another science--Biology in most of the cases we know--again.

Starting dual enrollment too early. It is wise that parents remember DE grades become a permanent part of the college transcript. We personally know quite a few families wishing they had waited to dual enroll their students--especially for foreign language--because doing so compromised their learner's GPA. And, in some cases, being on the President's list (with a 4.0) each semester of the AA has earned students merit scholarship when transferring to an institution to complete the Bachelor's.

For example, several young adults we mentor through annual evaluations decided to complete foreign language credit through dual enrollment. Each of them soared through the first semester, each earning an A. However, the second semester the students didn't fair as well because of the difficulty of the content. In the majority of those learners earned a C, compromising their overall college GPA. 

When our learners hit the high school years, we discussed accelerated credit options with each student. Each had different options to consider due to their varied after high school plans. For our learner who did dual enroll, I am thankful we did not consider foreign language as part of his dual enrollment plans. Why? At the end of earning 60+ hours for his AA, the university to which he was transferring offered him scholarship monies because he transferred to complete his Bachelor's with a 4.0 GPA--hence earning a spot on the President's list every semester. Could he have gotten A's in his foreign language classes at the state college? Possibly. Yet, thankfully we didn't take that gamble. 

Additional resources

If you are a Florida resident, consider this comparison of accelerated learning. 

Parents looking for additional research may want to refer to this article by The National Center for Postsecondary Research.

The decision to dual enroll should not be taken lightly. Each learner is unique in ability and maturity. In addition, some students find it more beneficial to focus their high school years in other directions--perhaps theater, entrepreneurship, or sports. Other learners will need the boost dual enrollment can provide. Dual enrollment is an individual family and learner decision and is worth every moment of research, questioning, and considering. 

YOU can celebrate high school by building and executing a plan unique to the individual learner. 

Just one more reason why

EVERY. MOMENT. MATTERS. 

even in the high school years! 

PSAT: Understanding the Scores

Recently a parent asked me to help her understand the scoring of the PSAT. One of the first questions I asked her was what test her learner took. There are several tests with PSAT in the title (including PSAT8/9 and PSAT10), but only the scores of one test--the PSAT/NMSQT--can be used to qualify for the scholarship. Students usually take the PSAT/NMSQT in the Junior year. There are exceptions to this requirement of which parents should be aware. 

Though we talked about several aspects of the test and scoring, I encouraged her to connect with several reputable sites so she could better comprehend not only the scoring but also the National Merit Scholarship competition. 

First, I pointed her to several online resources which explain the scores of each of the PSAT tests: the Duke TIP identification program, the College Board's explanation of the PSAT8/9, the College Board's explanation of the PSAT10, the College Board's parent tutorial for scoring of the PSAT10, and the Princeton Review's scoring guide. 

Second, I encouraged her to learn more about the NMS competition itself. I pointed her to the National Merit Scholarship Corporation's website where she could read about how to enter the competition.

Third, I encouraged her to look over the Student Guide of the National Merit Scholarship Program. This guide is usually sent to school guidance counselors. Because the mom who asked me about scoring was a homeschooling mom, I knew she would be acting as her learner's guidance counselor (of sorts) and thought the guide would be helpful. 

With these resources at her fingertips, the inquiring mom could find the answers which best paralleled the unique questions she had for her learner. Working with hundreds of parents, one thing I have come to understand is that though there are some general questions most parents ask, parents also ask very specific questions based on the individual circumstances of a learner. Perhaps your questions are both general and student specific.

Be empowered! YOU are your learner's best advocate. 

Bringing Physics to Life

My soon-to-be high schooler loves science, always has. She builds, creates, designs. Tape, staples, duct tape disappear overnight. There are springs from pens and spare flashlight bulbs stored in a tackle box, in case they're needed. 

Then we found this treasure in the new book section of the library. 

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“After reading The Physics of Everyday Things, I understood the workings of items I see used every day.”

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Physics came to life! 

I wish physics made sense to every learner. 

In fact, I think it can. 

Two of my three graduates have completed middle and high school physics. As with other subjects, we endeavored to bring physics to life with Living Books. This learning season, we found yet another living physics gem!

Reading The Physics of Everyday Things started a learning frenzy. Within a few days of checking out the book, my learner needed more books. I began the search. 

• Albert Einstein, Pamela Zanin Bradbury (Messner biography)
• Electrical Genius, Nikola Tesla, Arthur J. Beckhard (Messner biography)
• Electronics Pioneer, Lee DeForest, I.E. Levine (Messner biography)
• Isaac Newton, Harry Sootin (Messner biography)
• Rocket Boys: A Memoir, Homer Hickam (adult biography section of the library)
• The Autobiography of Benjamin Franklin
• The Discoverer of the X-Ray, Wilhelm Conrad Rontgen, Arnulf K. Esterer (Messner biography)
• The Story of Benjamin Franklin, Enid LaMonte Meadowcroft (Signature series)
• The Story of Madame Curie, Alice Thorne (Signature series)
• The Wright Brothers, David McCullough (adult biography section of the library)

These books really did add practical application to the physics concepts, concepts which were once words on a textbook pages--difficult to grasp--now had real life meaning and application. In addition, we watched the movie October Sky as a family. The movie is based on the book Rocket Boys by Homer Hickam. (The movie should be previewed by adults, first)

For those of you have multiple children spanning the ages, there are books for younger learners which can fuel an interest in all things science and inventions. Our favorites are from the Childhood of Famous Americans series. These may be helpful to your family. They were for ours! 

• Eli Whitney, Boy Mechanic, Dorothea J. Snow (COFA)
• George Westinghouse, Young Inventor, Montrew Dunham (COFA)
• Harvey S. Firestone, Young Rubber Pioneer, Adrian Paradis (COFA)
• Lee DeForest, Electronics Boy, Lavinia Dobler (COFA)
• Robert Fulton and the Steamboat, Ralph Nading Hill (Landmark series)
• Robert Fulton, Boy Craftsman, Marguerite Henry (COFA)
• Robert Goddard, Pioneer Rocket Boy, Clyde B. Moore (COFA)
• The Story of Atomic Energy, Laura Fermi (Landmark)
• The Story of Submarines, George Weller (Landmark)
• The Wright Brothers, Quentin Reynolds (Landmark)
• Tom Edison, Young Inventor, Sue Guthridge (COFA)
• Wilbur and Orville Wright, Young Fliers, Augusta Stevenson (COFA)

Breathing Life Into High School American Literature

I've had great literature teachers. I've had not so great literature teachers. 

How about you? 

What do you remember about the really great literature teachers who taught you? 

I am a people person.

Perhaps you are? And, maybe your high schooler is, too?

We've had people-person high schoolers learning in our home. These young adults needed to meet people--the real people who changed their field, maybe even changed the world--in order to remember. In the case of literature, some of our learners needed to meet the authors.

Imagine our delight when we found this vintage treasure? 

Famous American Authors by Sarah K. Bolton

Biographies of the lives of authors brought our literature studies to life. 

Reading the biographies of authors helped my high schooler understand how life events influenced their writing. Truly fascinating!

There was life in our high school learning. 

With this resource, our current high schooler was able to read about Louisa May Alcott and then read the classic, Little Women. The people connection had brought literature to life while earning our high schoolers credit. 

Famous American Authors was a welcome addition to our high school American Literature course. It may be to yours as well. 

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What Much Time Do You Spend on High School Subjects? Part 1: Learner and Subject

Several parents asked me recently, 

"How much time does your learner spend on one subject?" 

There is no clear, cut-and-dry answer to this question. Answers depend on the learner as well as the subject. This has been true for our learners as well as for many learners we know. It also depends on how a learner prefers to schedule his or her day. I will talk about that in part 2. 

The learner. It's no surprise that learners take in information differently as well as at different rates (and that doesn't change in high school). What takes one learner thirty minutes to read will take another learner an hour. Add the factors of listening to audio materials or whether or not a learner values the content and there are yet two more variables to consider. 

The subject. Content matters. Again, there are many variables to consider. If a course is traditionally a one-credit course; for example, Algebra 1 or Biology, the course is written with the assumption the student will spend a minimum of one hour of study and instruction, five days a week. Lessons and content are formulated with the Carnegie unit in mind. 

For non-traditional or elective courses, The student's interest in the content is one factor which can increase or decrease study time. Interest in subject increases rate and retention. On the other hand, interest in a subject may also propel a student to dig deeper in and spend more time in independent study. Instructional level of the material also plays a role in calculating how much time to spend on a subject. If the content is presented at a level higher than the instructional level of the learner, time needed increases. 

Learning time varies greatly dependent on the learner and the subject, even in high school.

There is a general rule of thumb (read guideline) used to determine time spent on each subject. It is based on the traditional high school credit standards.

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A one credit course (like math, English, social sciences, and science--even some electives) will require 45 minutes to 1 hour of learning each day--for a total of about 5 hours per week.

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We have experienced this difference first hand. One of our learners naturally spent one hour per day on each of his core subjects. He preferred learning on that schedule. On the other hand, another learner naturally liked a block schedule. He would spend 3 hours on biology one day and 2 hours the next. Still another one of our learners learned in chunks. She spent great periods of time learning all she could about one topic. Each of our learners transitioned very well to life after high school. 

Let's say a high school learner is taking college courses while in high school--dual enrollment. The student and content variables remain important, yet there is a different recommended guideline to study time. 

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For every one credit hour enrolled, a student will spend approximately 2 to 3 hours studying outside of class time. Therefore, taking three credit hours (generally one course) will equate to 3 hours in class and 6 to 9 hours of outside study time. It will follow that taking twelve credits of courses (generally four courses) will equate to 12 hours of in class work and 24 to 36 hours of outside study time. 

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As you look forward to this next learning season, consider the important factors of both learner and subject. Part 2 of this series will focus on scheduling. 

Empower Yourself and Your Children

Things change.

State statutes.

University admission requirements. 

Employment prerequisites. 

I had one of those moments. 

My second son applied to a local state college almost six years ago.

Admission was smooth and relatively easy compared to the essays I had to write for our first son's application to a highly selective university. Though I haven't personally had a student apply to college for several years (I am excited to be doing so again as we graduated another senior this year), I stay in the loop by researching and continuing education because of the privilege Mike and I have of walking along side parents as they help their learners take their unique right next steps. Keeping in the know is what we love and enjoy! 

This week I was reminded of the misinformation which continues to circulate. It happens innocently with the greatest intention being the offering of assistance one person to another. However, though well-intentioned parents (and "experts") may offer their insights and experiences, it is important to remind one another to do our own research and recheck sources. It never hurts to ask more questions.

Requirements change.

For example, when our son applied to the local state college six years ago, the only requirements were a test score (ACT, SAT, or CPT--now the PERT) and a final home-generated transcript or affidavit of high school completion. This week, however, I learned another requirement has been added: a copy of the student's original Letter of Intent filed with the district when the home education program was established. 

A requirement was added since my son applied. I could have easily given parents errant information, unknowingly of course. However, my intention is to always provide families with as accurate and up-to-date information as possible, hence I was prompted to do a bit of research after talking with several parents. Without a refresher--research into current requirements--I could have easily passed along misinformation to other parents based on what I heard instead of what I knew. 

Let's encourage one another to empower ourselves. 

In addition, keeping track of important papers is necessary. As Mike and I are scheduling annual evaluations, often parents mention they "have no idea as to where the learners Letter of Intent has been placed." After learning of the new requirement (at least for this state college), I see the importance of us reminding one another (gently) to be mindful of where we place legal documents. Yes, indeed the county might have a scanned copy to pass along as a replacement, however, personally I feel more comfortable knowing all my documentation is in one place--perhaps a digital file or a paper/accordion file folder. Older children and young adults can learn to keep and organize their records and paperwork as part of this process. 

Let's encourage one another to keep track of necessary documents. 

Our actions impact our children. Having adult children, I understand (with new fervor) the importance of teaching and encouraging my younger children to empower themselves--the hows, wheres, and what fors of finding reliable sources, collecting information, and solving problems. When children are encouraged to empower themselves, and see parents empowering themselves--asking questions, identifying problems, and then seeking out and finding solutions. They've lived and experienced the results of personal empowerment.

Let's encourage one another to empower our children. 

Things change. 

 

Should Course Codes Be Used on Transcripts for Home Educated Graduates?

A year ago I addressed a common question, 

"Should homeschooling parents use course codes on home-generated transcripts for learners who graduate from a home education program?"

In other words, To Code or Not to Code. 

The question continues to be asked. This post offers example of the information previously addressed. 

The first step in answering the question is understanding what course codes are and why they are used. I encourage you to read the post. 

After reading the hows, whys, and what fors about course codes are used, do your own research. Remember, high school is not a one-size-fits-all experience--though we often want it to be. Wouldn't that be so much easier, too? 

Home School Legal Defense offers a fantastic resource--A Guide for Homeschooling through High School--which includes a sample transcript. 

Another step in the process of answering the course code question is to compare sample transcripts provided by colleges and universities for home schooled graduates seeking admission--as opposed to private or public schooled applicants.  Interestingly, in the research I have done I have yet to find a college or university which requires or suggests home graduates include course codes on home-generated transcripts. Again, the reason points back to why and how course codes are used. 

To help you in your search, I am including links to colleges and universities which offer sample transcripts  for home schooled candidates seeking admission. 

Baylor

http://www.baylor.edu/content/services/document.php/69395.pdf

Liberty University

https://www.liberty.edu/media/9930/documents/Homeschool_Transcript.pdf

Vanderbilt

https://admissions.vanderbilt.edu/assets/pdf/homeschoolcurr.pdf

Covenant College

http://www.covenant.edu/pdf/admissions/trad/homeschool/homeschool_transcript-sample.pdf

Houghton College

https://www.houghton.edu/admission/homeschoolers/homeschool-curricular-template/

Regent University

https://www.regent.edu/college-of-arts-and-sciences/applying-to-regent-university/the-homeschool-transcript/

Knowing what colleges and universities are looking for on a transcript is helpful when creating this important document. Do research. If the college has a home education admission specialist, set up a phone or in-person appointment. Building your tool chest and knowledge base will empower you as you walk alongside your high school learner into the next stage of learning. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

High School Photography Elective

Several years ago, our daughter began researching camera and announced her interest in photography.

A real interest—one she thought about every day and one that did not go away!

She spent time studying and talking through her ideas; about what she wanted to learn. Being part of a homeschooling family gave her freedom to explore her interest as part of her day—every day—if she desired to do so.

Though I enjoy photography and have a "creative" bent, I admit I had no idea what concepts and skills would be included in a high school level photography course. But she did! Therefore, when she asked me what areas I thought would be included in a photography course, I knew I would have to join in the learning. 

First, I searched the Internet for syllabi of high school level photography courses. Reading, I discovered common threads. This was a starting point.

Second, my daughter and I brainstormed additional content she wanted to learn. For example, she wanted to upgrade her camera. Researching the pros and cons of brands and features was definitely something she could include in her course.

Third, we talked about what real-life experiences could be added: job shadowing, taking pictures of family members, learning and using editing programs, and shooting seconds for a professional photographer.

Clearly, my daughter’s interest drove the learning. I simply had to be open to the ideas and be ready to encourage her progress.

Before we knew it we had accumulated not only content but resources.

Here is a snapshot of the content we developed. 

Course Content

I. History of photography

• the pinhole camera, daguerreotype, Kodak Brownie camera, film development, darkrooms, Polaroid cameras, flash cubes, and flash bars

II. People of Influence

• Joseph Nicephore Niepce, Loius Daguerre, R.L. Maddox, George Eastman

III. Types of Photography

• portrait, children, pets, landscapes, macro, food, nature, architectural, forensic, sport, science,

IV. Parts of a Camera

• parts and components

V. How Cameras Work

VI. Lighting, Shutter Speed, Aperture, Depth of field

• filters

VII. Composition, Color, Contrast, Brightness, Sharpness, and Special Techniques

VIII. Photo Editing

• Photo Shop, Paint Shop Pro, Photo Plus, Pixlr

IX. Analyzing and Critiquing Photography

X. Documentary and Photojournalism 

XI. Famous Photographers and Photojournalists 

• Ansel Adams (another link), Dorothea Lange (another link), Alfred Eisenstaedt

XII. Mounting and Displaying Photography 

• enter photography in contests or county fairs

XIII. Digital Photography

• Using digital photography as graphics

XIV. Photography Careers

• portrait photography, commercial photography, fine art photography, wedding photography, scientific photography, sports photography, medical photography, forensic photography, nature photography, aerial photography, photojournalism

XV. Photography Licenses

• royalty free, rights managed, stock photography

XVI. Legal, Ethical and Copyright

• fair use, buildings protected by copyright, difference between photography for personal use or commercial use, model/copyright releases, editorial photography as a profession in regards to rights and fair use

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The outline above was the jumping off point. Once we had the major areas of study--at least a plan--we could adjust as we went along. YOU can to! Create your own course; your learner’s interest will be the springboard.

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We added experiential learning. Our list of considerations were

• Job shadowing a photographer or interning as a photographer's assistant

• Working in a camera store

• Setting up a darkroom

• Creating a yearbook for a school or co-op

• Working with a blogger to communicate content visually

• Learning mounting techniques.

YOU can come up with a list of your own…with your high schooler’s help!

For learners who appreciate the power of a story, these Living Books may be just the ingredient to bring additional life to the course. 

• Cameras and Courage, Margaret Bourke-White by Iris Noble, Julian Messner biography

• Joseph Pulitzer, Front Page Pioneer by Iris Noble, Julian Messner biography

Likely your learner will have suggestions and ideas.

My daughter's interest led to elective credits, not one but TWO! When she finished these studies, she decided to take an online course. 

Once the interest is sparked, there is no limit to where the learning path may lead. Sometimes it is an elective. Other times the study leads to employment. The possibilities of high school electives is endless! 

If you will be attending Florida Parent Educators Association (FPEA) conference May 25-27, you may be interested in the two high school workshops I have been invited to share: Keeping High School ALIVE with Living Books and High School: Mission Possible. In addition, my husband Mike will join me at the podium to share The Real-Life Influence of Family Conversation and my oldest son and I will present an encouraging session, Thank You, Mom!

FPEA is always a highlight of our speaking calendar. Can't wait to see you there! 

 This blog post is not intended as legal or educational advice. It is our experience and the author recognizes parents have the sole responsibility for the education of their children. Check your state statutes to learn more.

Teaching High School American History and American Literature with Living Books

I am often asked how we teach American History and American Literature in high school. 

Actually, we have used different means and methods with each of our high school learners, dependent on their interests, learning styles, and in some cases, learning challenges. 

This blog post addresses one of those methods; the method we used with our reader who LOVED history. 

With our son's interest in reading and history, we divided American History into Early American (to 1850) and Modern (from 1850 to present) so we could allow time for him to dig deeper. After extensive research (based on my love for education as well as the fear I was doing enough--yes, I have been there!), I developed literature lists for American, British, and World Literature courses. These lists provided my son with reading suggestions to get him started, a springboard of sorts. His desire to learn history prompted him to seek out additional titles. My motto became, 

"You read it, I will give you credit."

For readers interested in the list of works from which we used toward either American History or Survey of American Literature, our reading list (remember it was a springboard from which he could jump in for more) is below. The American, British, and World literature lists are included in my book, Celebrate High School. 

Please keep in mind as you read through this list, our son was a self-motivated reader with an interest in the subject. Not all young adults will share this interest or learning preference. In addition to his independent reading, we used a textbook as a spine of topics. Though he started the year reading some of the text, by the end of the year he was reading more primary source documents, living history selections, and biographical pieces than text. He also had amazing opportunities to tour many of the Civil War battlefields and visited Washington, D. C., Boston, Plymouth, Philadelphia, and New York City. God provided for his love of history through many experiential opportunities. We realize not all learners will have these experiences but trust there will be other provisions for your family. 

This method worked for our oldest son. I tweak the process for each young adult, asking for their input. Please, don't use what is written here as a comparison for what your student should or shouldn't be doing. Learners are unique and high school is not a one-size-fits-all experience. 

Comparing ourselves or our children to others leads to discouragement and discontent, neither of which are valuable.

Our examples are only intended as encouragement, to give an idea of what worked for us and what you might be able to create (or adjust) for your high schooler. Our young adult was (and still is) a reader, but your young adult may have an opportunity to intern with a local historical site or job shadow a museum curator. Use what God provides for your learner and pray about how he is preparing your young adult for the future plans He has, not for the ones we best intention.

Our American Literature list:

Alcott, Louisa May, Little Men

Alcott, Louisa May, Little Women

Barton, David, Bulletproof George Washington

Baum, L. Frank, The Wizard of Oz

Bierce, Ambrose, Civil War Stories

Cather, Willa, My Antonia*

Cather, Willa, O Pioneers!*

Cooper, James Fenimore, The Last of the Mohicans*

Crane, Stephen, The Red Badge of Courage*    

de Tocqueville, Alexis, Democracy in America*

Dewey, John, Democracy and Education*

Douglass, Frederick, Narrative of the Life of Frederick Douglass*

Edwards, Jonathan, Sinners in the Hands of an Angry God*

Faulkner, William, The Sound and the Fury*

Fitzgerald, F. Scott, The Great Gatsby*

Franklin, Benjamin, The Autobiography of Benjamin Franklin*

Hawthorne, Nathaniel, The Scarlet Letter

Hemingway, Ernest, A Farewell to Arms*

Hemingway, Ernest, For Whom the Bell Tolls*

Hemingway, Ernest, The Old Man and the Sea*

Hemingway, Ernest, The Sun Also Rises*

Hurston, Zora Neale, Their Eyes Were Watching God*

Irving, Washington, The Legend of Rip Van Winkle

Keller, Helen, The Story of My Life*

Lee, Harper, To Kill a Mockingbird

McCullough, David, 1776

McCullough, David, John Adams

McCullough, David, The Wright Brothers

Melville, Herman, Moby Dick

Miller, Arthur, The Crucible

Miller, Arthur, The Death of a Salesman

Rawlings, Marjorie Kinnan, The Yearling

O.Henry, The Gift of the Magi

Steinbeck, John, Of Mice and Men*

Steinbeck, John, The Grapes of Wrath*

Stowe, Harriet Beecher, Uncle Tom’s Cabin*

Thoreau, Henry David, Civil Disobedience*

Thoreau, Henry David, Walden*

Thurber, James, The Secret Life of Walter Mitty

Twain, Mark, Life on the Mississippi

Washington, Booker T., Up From Slavery

Wilder, Thornton, Our Town*

Williams, Tennessee, The Glass Menagerie*

In addition to this literature list, we use primary source documents including speeches and journals.

Here are some examples. There are plenty of resources available on the internet (which could be a great catalyst for a discussion on reliable sources.

50 Core Documents, Teaching AmericanHistory.org

Primary Source Documents in American History

National Archives

Journals of Lewis and Clark

The Story of A Common Soldier- Kindle ebook

The Journal of James Audubon

Orville Wright's journal entry

This post is based on the experience of our oldest son. It is not intended as legal advice and is written with the knowledge that parents are ultimately responsible for the education of their children. 

Living Books in High School

When we started our homeschooling high school journey in 2003, I was determined not to leave the learning power of Living Books behind in the elementary and middle school years. 

Living Books belong in high school!

While preparing a workshop I will present at the 2017 FPEA Convention, May 25-27, I decided to give Celebrate Simple readers some quick ideas we used as we incorporated Living Books into high school course content. Our high school learners were greatly impacted by the Living Books they chose. In fact, several titles greatly impacted career choices and life goals.

When we began our high school journey, the first content area in which we incorporated Living Books was history. This seemed a natural choice since we had been using Living Books--biographies, autobiographies, and historical fiction--to accent our history studies in the elementary and middle school years. 

Adding Living Books to our science studies was also a natural fit, especially for learners who had interest in specialty areas or who wanted to dig deeper to learn more about scientists and inventors. As our young adults advanced through the high school years, we branched out into adult and college level materials. 

Reaching our creatives with written materials was a challenge at times, unless the reading was related their artistic gifting or interest. If you find yourself in that quandary, know that you are not alone and that your efforts are worth the time spent trying to find them great, applicable reads.

And, I had to let go of my more rigid definition of what a Living Book was in order to be open to the plethora of possibilities I would  have otherwise discounted.

The power of the story--not my definition of Living Book--impacted the life of the reader. 

What about an athlete who loves to read? How can Living Books be interwoven in a personal fitness or weight training course? And, what about an athlete who would rather play ball than read?

Living Books have the power to pull in even the most reluctant reader! 

Living Books can give life to any subject, if we allow them the opportunity to do so. Recently, one daughter began to lean toward personal growth and leadership materials, while another continued on her pursuit of all things medical. Why not include Living Books in that area, too!

If you are in Orlando over Memorial Day weekend, I would love for you to join me in my workshop, Keeping High School Alive with Living Books, at the FPEA Convention. This workshop will offer insight as to how Living Books bring high school studies to life and influence choices learners make beyond the tassel turning. The workshop will be packed with specific ideas in regards course content, book titles, and life-learning experiences. Hope to see you there! 

The Many Possibilities of High School Success

Tis'  the season for future thinking and college applications.

This season can also be a season of disappointment and frustration.

Seeing Facebook posts of acceptance letters and appointments, I can’t help but think of the high school young adults pondering a future which doesn’t include dorm room decorating and walk-on athletics. These young adults--though they may have worked very hard--may feel unsuccessful, even second-class due to the individuality of their next steps toward the future. Hence this season—a season most people associate with celebrations—can be time of awkwardness and discouragement.

But it doesn't have to be!

When we open our eyes and hearts to other possibilities--alternative, but no less significantly successful high school journeys and culminating celebrations--young adults have innumerable opportunities which may be better suited to their strengths and giftings.

Acceptance letters are not the sole means of successful transition to a young adult's future. 

Just as there are many potential pathways to successfully completing high school--the end result of helping a young adult develop his or her divinely-created strengths and giftings--there are also many different avenues to the young adult's future; the years beyond the turning of the tassel.

The Scholar. Scholars are not just learners; they are specialists--continually seeking to dig deeper in a specific area of interest. There is an aptitude for learning and time is made for accelerated or advanced degrees. In addition to researching and fulfilling the college entrance requirements for the young adult's top university choices, honors courses, dual enrollment, CLEP/DANTE/AP testing, and discussions or networking with professionals in the field of interests may also be helpful. 

The Entrepreneur. Ideas. Strategy. Product analysis. These young adults grew up dreaming of starting a business and in fact may have started one or several during the middle or high school years. Young entrepreneurs may benefit from connecting with successful entrepreneurs as well as with other entrepreneurial-minded peers. In addition, these young adults may spend time at the library or online reading current issues of business magazines-- Inc., Entrepreneur, or Fast Company--or reading small business blogs. Consider looking for local opportunities where the entrepreneur might be able to attend small business seminars or entrepreneurial events.  Job shadowing a business owner or two might be another consideration as well as offering time in the day for the young adult to research successful business practices, managerial/leadership qualities, and marketing or growth strategies. Some high school learners find having a mentor helpful. Having had two entrepreneurial/business-minded young adults, these were helpful resources for our learners. Entrepreneurs may or may not decide to pursue post-secondary education. 

The Athlete. Most little leaguers dream of the big leagues--the pinnacle of achievement for athletes. In fact, we've known athletes who played through elementary and travel sports to high school athletics hoping to fulfill this dream. Some athletes indeed did move on to more competitive collegiate play. Others decided to hang up the cleats after their senior year. For young adults who desire to pursue sports after high school graduation, special attention to the new NCAA requirements is a must. Though an athlete may choose a college outside the NCAA, staying up-to-date is wise. Plans change, sometimes last minute and eligibility is dependent on completion of specific courses. Having had three athletes, we never wanted to short change a student-athlete. In fact, all three took different paths; none ended up playing collegiate sports.  In addition to action on the field, we have known learners who read autobiogrpaphies and biographies of athletes they admire for high school credit. Possibilities include A Life Well-Played (Arnold Palmer), Through My Eyes (Tim Tebow), Out of the Blue (Orel Hershiser). One of our athletes enjoyed Between the Lines: Nine Principles to Live By and The Mental Game of Baseball.

The Creative. Creatives see the world differently--in words, colors, graphics, texture, line, or shapes. These young adults think outside the box and craft from incredible minds. Hence, their paths through high school might include preparing a portfolio, building a client list, visiting studios and exhibitions, experimenting with media, shooting thirds for a photographer, writing copy for publication, working at a hobby shop, creating art for a gallery, volunteering time to create graphics for church media or publication, or selling stock photography. All of these experiences may become part of their high school course work, and the contacts them make along the journey may provide avenues for employment after graduation. The Creative may decide to attend an art or music school, open a studio, spend time with a master artisan, or start a business. Many of these experiences make great activities for elective credits. Post-secondary educational experience may or may not be part of the Creative's future. 

The Apprentice. Apprenticeships offer hands-on, experiential options to young adults who need to learn from masters or professionals in a field of interest. Though apprenticeships are not as popular as they were years ago, apprenticeships offer on-the-job training--and often some classroom instruction--for young adults interested in highly skilled work in healthcare professions, engineering, manufacturing, culinary arts, telecommunications, trades (welding, electrical, carpentry, plumbing), and service careers. The apprentice may train under a skilled craftsman, trained healthcare worker, or licensed professional to learn essential skills important to a particular job. Time devoted to apprenticing can vary to up to four years. Some apprenticeships may require certain math and science high school course work or required scores on HSPE (High School Proficiency Exams). 

The Intern. Internships are an excellent means by which young adults can investigate career fields of interest and learn new skills. Internships can be formal or informal, part-time or full time, paid or unpaid, but are generally offered by an employer or institution for a specific amount of time. Most are considered entry level. Although university internships were traditionally offered to undergrad or grad students, there are colleges who open internships to high school students. Research the availability at local universities, as this is a growing trend. For a hands-on, experiential learner, an internship might be an excellent next step. If interning seems like a good fit for your young adult, consider the points made in this US News and World Report article. 

There is great possibility several paths and means will overlap. For example, the Creative may also be the Intern, learning alongside or assisting a concert musician, graphic artist, or professional photographer. And, the Intern may also be the Scholar, gaining cutting-edge skill in a science or engineering field. 

Remember, these are not the only possibilities for today's young adults. Just as all young adults are unique, so will be their high school paths and future plans. Not every high schooler will follow the same learning route, nor will they have the same next right steps. With a changing economy, growing knowledge base, and evolving ability for satellite employment, there are ever-growing career opportunities. 

I wonder what those will be for our young adults?  

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

The Possibilities of Elective Credits: Part III

How are elective credits documented?

The answer to this question depends on your state's home education law as well as what college or university choices find their way on your learner's "top ten" list. Your family's record keeping methods will also factor into answering this question. This was definitely the case for our family.

For our family, if a learner has a distinctive interest or an extraordinary gifting--something they naturally spend a good amount of time researching and learning (for us 75 hours for a half credit and 120+ hours for a full credit)--we count if for credit. I personally do not label or flag courses as core or elective on our transcripts (I do however flag dual enrollment, CLEP, or courses taken at other accredited entities). Too many colleges access transcripts differently to flag core and elective courses. What one considers a core course, an academic elective, or an elective another will classify differently. 

As a learner is actively involved in the the learning process, I keep a bullet point list of the concepts learned or experiences completed on a digital document. From that bullet list, I can write an accurate title and course description should we need it for university admission or scholarship applications. Once the course is complete, I add the title, grades, and credit to the transcript--a one-page snapshot of the young adults academic record.

Elective courses often set one young adult learner apart from another, especially if potential applicants have similar, cookie-cutter type elective credits. 

What strengths, interests, or giftings do your learners have which might equate to credit. Some of the courses our learners have completed include Care and Concerns of the Elderly; Drafting and Drawing; Competitive Gaming; Business and Entrepreneurial Principles; Introduction to Early Childhood Education; Nutrition and Health for Disease Prevention; and Interpersonal Relationships. These off-the-beaten-path have proven to give our now adult children life skills they may not have received otherwise. 

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Life skills + high school electives = WIN! for preparation beyond the turning of the tassel

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This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

The Possibilities of Elective Credits: Part II

In Part 1, I offered helpful tips about finding and recording elective credits. 

Perhaps that post prompted another question,

"What are some common titles for elective credit in high school?"

Before considering titling, one must understand the difference between core and elective courses. In addition, understand that these are terms used in the educational world. As home educators, it has helpful for us to understand "education-eze" as well as what is and isn't required by our state statutes. It has been equally helpful to know that colleges use "education-eze". Though some colleges and universities are hiring home education admission personnel, some admission advisers at other institutions are not always versed in the statute requirements.

Common terminology includes:

Core courses are courses which must be taken or are required for graduation. Typically, core courses are English, math, social science, and natural sciences. In addition, some schools will require additional credit--in addition to the core content areas--to be taken in world languages, the arts, computer science, and physical education. 

Electives are courses students chose to take. Electives allow a learner to customize his or her education, to build on a strength or interest, or to investigate content not yet studied in other courses. It is the elective courses which often strengthen the high school transcript and round out the student while also telling employers and admissions about the interests and strengths of the learners.

Some educational entities use the term academic electives for admissions. An academic elective is a core course taken above and beyond the required academic courses in that discipline. For example, if a leaner completes the three math courses required for graduation (or admission) in the mathematics core academic area--let's say Algebra I, Geometry, and Algebra II--but decides to take another academic math course from the core choices--Trigonometry--the fourth course could be considered an academic elective, if the educational venue recognizes academic electives. 

When I wrote the first edition (who remembers that first spiral-bound resource?) Celebrate High School I included a sample list of potential course titles--both core and elective. When I published my extensive revision in 2015, I expanded my list based on our experience and the experience of those with whom we work. For this post, I am pulling potential elective course titles from that 2015 revised list. I am NOT including courses most often considered core academics--for example, Calculus or British Literature--though those core courses could be used as electives--and often are by home educating families. 

English electives (when not considered part of the core content English I, English II, English III, and English IV)

• Shakespearean Theater
• Greco-Roman Theater
• Short Stories
• Poetry (perhaps of a specific historical era)
• Writing for Print and Publication
• Creative Writing
• Yearbook
• Digital Publishing
• Ancient Languages
• Biblical Studies: Old Testament
• Biblical Studies: New Testament

Communication electives

• Speech (this course is often considered a core course for some schools but an elective for others)
• Competitive Speech
• Impromptu Speech
• Expository Speech
• Policy Debate
• Lincoln Douglas Debate
• Media Productions

Mathematics electives

• Personal Finance (this course is often considered a required course for some schools but an elective for others)

Social Science electives

• Comparative Government
• Introduction to Law
• Mock Trial
• Constitutional Law
• Independent Study: Foreign Policy
• Introduction to Criminal Justice
• Psychology (this course is often considered a core course for some schools but an elective for others)
• Sociology
• Anthropology
• Archaeology
• Family and Consumer Science 
• Contemporary World Issues
• Ancient Civilizations
• Independent Study: The Korean War
• Medieval History
• Introduction to Social Work
• Child and Adolescent Psychology
• Philosophy
• World Religions
• Theology
• Church History
• Internship: Youth Ministry

Natural Science electives

• Environmental Science
• Animal and Agricultural Sciences
• Introduction to Agriscience
• Equine Science
• Equine Medicine
• Introduction to Veterinary Science
• Introduction to Forestry
• Botany
• Entomology
• Zoology
• Astronomy
• Introduction Aerospace Science
• Forensics
• Introduction to Health Sciences

Performing/Fine Arts electives

• Introduction to Drama
• Musical Theater
• Art History (perhaps add a historical era)
• Art Appreciation
• Choreography
• Dance Technique (consecutive years: Intermediate and Advanced)
• Competitive Dance
• Introduction to Ball Room Dance
• Stagecraft
• Set Design
• Theater Production
• Two-Dimensional Art
• Three-Dimensional Art
• Sculpture
• Ceramics
• Drawing and Painting
• Cartooning and Caricature
• Printmaking
• Pottery
• Creative Photography
• Digital Photography
• Band
• Orchestra
• Symphonic Band
•  Wind Ensemble
• Jazz Ensemble
• Keyboard
• Piano
• Music Theory (consecutive years: Intermediate and Advanced)
• Music History (perhaps add a historical era)
• Music Appreciation

Physical Education electives

• Personal Fitness (this course is often considered a required course for some schools but an elective for others)
• Nutrition and Wellness
• Physical Education  (this course is often considered a required course for some schools but an elective for others)
• Aerobics (consecutive years: Intermediate and Advanced)
• Tennis
• Golf
• Volleyball
• Competitive Swimming
• Water Polo
• Lifesaving
• Advanced Lifesaving
• Team Sports
• Recreational Sports
• Beginning Weights (consecutive years: Intermediate and Advanced)
• Weight Training (often accompanies sports training) 
• Sports Psychology
• Introduction to Sports Medicine
• Care and Prevention of Athletic Injuries
• Sports Rehabilitation

Business Education electives

• Accounting
• Marketing 
• Advertising and Sales
• Principles of Entrepreneurship
• Banking and Finance
• Business Principles
• Foundational Principles of Small Business
• Business Technology

Computer Science electives

• Computer Fundamentals
• Programming (consecutive courses: Programming I, Programming II)
• Introduction to Computer Systems
• Computer Construction and Repair
• Keyboarding
• Word Processing
• Graphic Design
• Digital Design
• Web Design
• Digital Arts
• Computer Gaming 

Home Economics electives

• Fashion Design
• Textiles and Fabrics
• Clothing Construction and Textiles
• Machine Sewing
• Quilting and Applique
• Interior Design
• Introduction to Early Childhood Education
• Nutrition
• Principles in Food Preparation
• Principles in Food Preparation: Pastry
• Principles in Food Preparation: Desserts
• Principles in Food Preparation: Main Courses
• Principles in Food Preparation: Appetizers
• Introduction to Culinary Arts
• Introduction to Pastry
• Cake Decorating
• Home and Automotive Repair
• First Aid and CPR
• Emergency Preparedness

Vocational electives

• Cosmetology
• Cabinet Making
• Carpentry
• Trim and Finish Carpentry
• Masonry
• Landscaping
• Horticulture
• Floral Design
• Landscape Architecture
• Building Design and Architecture
• Drafting
• Technical Drawing
• Plumbing
• Welding
• Auto Mechanics
• Diesel Mechanics
• Small Engine Repair
• Electronics and Circuitry 

When our young adults are reading, working on research, studying content, or participating in an experiential opportunity, I search for potential titles in the course codes for our state. If I can't find a title or course content in that resource which is close to what our learners are studying, I search for high school courses (or in some cases college courses) from across the nation. Those resources usually allow me to find a title--or at least give me a springboard--which accurately describes the content being learned. 

Needing to know more about documenting elective credit work for college admission paperwork? Check out part 3. 

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This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Course Descriptions- To Write or Not to Write

I have been following and actively researching homeschooling in the high school years for over 15 years. Some trends have remained the same. Others have changed. 

Course descriptions have definitely been one of those trends. 

When I came into the high school years, the majority of parents were writing course descriptions of some kind depending on the university to which a young adult was applying. 

There are several reasons why less parents are having to spent time documenting textbook titles, course content, evaluation methods, and the like. 

In our geographical area (some trends are geographical), more students are choosing to dual enroll and then continue at the community or state college until the AA is earned. In many cases, that AA offers students a direct connection to an in-state, four-year university. When the AA or AS is earned, usually the only documentation needed from high school is the final transcript, if anything. In some situations, AAs are even providing a direct connection to some out-of-state colleges.

In fact, students who chose to dual enroll and finish the AA or AS are likely not to need the course descriptions.

For example, my first grad went to a four-year college. Some of the colleges--especially highly selective universities--required course descriptions. Others did not. 

My second graduate dual enrolled while in high school and then applied to stay on and finish the AA. The application process was a piece of cake. Only a final high school transcript was required. No course descriptions. 

My two current high schoolers, one a senior, may need a combination based on the top colleges of their choice. In preparation, just in case, I am keeping bullet points of the highlights of the less traditional courses as well as titles, authors and publishers of textbooks and resources. If needed, my bullet points will become sentences to create the course descriptions. 

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The current trend for course descriptions is college specific. 

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Hence, some parents are choosing to take a "wait-and-see-approach and are not worried about pulling all nighters should their young adults need documentation.

Keep in mind, if the home-educated student is an athlete considering collegiate sports, there is some specific course documentation needed for the NCAA. You can find that information here. 

A sampling of colleges still requiring course description or some type of course documentation include:  

Amherst College, Amherst, MA

Emory, Atlanta, GA

Indiana University, Bloomington, IN

Oblerin College and Conservatory, Oblerin, OH

Olgethorpe University, Atlanta, GA

Pennsylvania State University, University Park, PA

Rice University, Houston, TX

Tulane University, New Orleans, LA

University of North Carolina, Chapel Hill, NC

University of Pennsylvania, Philadelphia, PA

Vanderbilt University, Nashville, TN 

This is only a sampling! Parents and young adults must take the responsibility of researching the requirements of the colleges of interest. Check the admission requirements of the student's colleges of choice. If course descriptions or other documentation is required, plot your plan of action. If that plan includes writing course descriptions, check out this post. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Real-Life for High School Credit- Care and Concerns of the Elderly

Have you ever been through a tough season, a season when you wonder if anyone learned anything?

I have. More than once. 

About three years ago--from January to May--we helped care for and love my grandmother in the last months of her life. I don't regret one day, one minute of how we chose to spend our time. We made wonderful memories with Grams during that time, memories our family relives and smiles over--all of us. But, it wasn't an easy time.

The six months prior, found us spending many hours touring assisted living facilities and government-subsidized care units. There were meetings with social workers and property managers. My high school learner asked if she could be included in the tours and meetings. 

At first, I wondered how she could accompany me and complete her scheduled course work. 

After a few conversations, Mike and I decided there was great value in our high schooler participating in the meetings, discussions, and comparisons. After all, she may be able to add a perspective my mom and I--being very close to the circumstances--might not be able to see. In addition, she was a consumer and might one day be faced with similar decisions. 

I was worried our daughter wouldn't be able to make visits and meetings with us and get her planned work completed. I was fearful and tentative. However, Mike and I decided there was life value to this season. 

Our high schooler would accompany my mom and I. 

Fast forward to the end of May.

After some really difficult months, Grandma passed away. Being the end of May, I was compiling work samples for our year end evaluations and updating my high schooler's transcript. In the process, I asked our daughter to look over the transcript and her portfolio of work samples to determine if I had missed any significant work she had completed--especially independent studies--while my mind was preoccupied with Grandma. 

Her response surprised me. 

"Couldn't I get credit for all I learned while helping with Grammy?"

I answered with a question. 

"What do you think you learned?"

I was astounded by her answers. 

Here are the highlights:

• Medical care terminology

• Implications of elderly care, physically as well as psychologically

• Family care of the elderly

• Levels of care matter and costs associated with that care

• Comparing and contrasting residential services and their differences: nursing facility, assisted living, retirement community, memory care

• Levels of home care and the services rendered

• Meal preparation, offerings, presentation, individualization of services in different facilities

• Physical, emotional and spiritual care concerns at facilities

• Support care for family, if offered

• Comparison and contrast of social and group activities in facilities

• Nursing qualifications at each facility- RN, LPN, CNA

• Staff to patient ratios

• Emergency response systems and their importance

• Financial options and obligations

• Hospice and end of life procedures, care, and considerations

We talked for thirty minutes (at least) about all she had learned and experienced, first-hand, experientially. Not only had our daughter interacted with--playing games, conversing, and caring for--Grammy and other residents several times a week for several months, but she had also made visits to seven facilities and compared the offerings, care, staff qualifications, and financial costs of each. She helped us research at home and we brainstormed questions we would ask at each meeting. 

When our daughter visited with us, she asked questions and held conversations with staff, helping us understand the pros and cons of each location. Near the end of Grammy's life our daughter visited three hospice care facilities and listened to three presentations regarding choices we would have to make as a family. In addition, she observed how people processed Grammy's declining health and eventually her passing--from my parents to her youngest siblings--as we visited, asked questions, processed grief together. 

I couldn't believe what our daughter had learned! None of it was planned. And, I almost missed an opportunity to use her interest--a real-life situation--as a catalyst for learning. 

My daughter wanted to be an active participant of this season in our lives, and it was some of the most valuable learning she could have done that year. 

Could she earn credit for all she had learned? 

In our state, that final answer rests with Mike and I. We confer the credit. we sign the transcript. This is not the case for all states, so research is essential in regards to state requirements.

I also had to determine in my mind--really Mike and I together--whether I could feel confident in the credit we were giving. Would I--or my daughter should she be asked to explain her course work in an essay or interview--be able to substantiate what our daughter had learned? Did I feel the content was high school level or higher?

After researching high school courses (there really weren't but one or two) and content of college credit offerings (this was more helpful) as well as asking questions of professionals in the field, we decided to give our daughter one-half credit for her learning and experience. 

For readers with young adults interested in this field, in my research I learned the Red Cross has a family care-giver course. 

To document the content covered, should our daughter need it for college admission, I wrote the following course description of what she learned. 

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Cares and Concerns of the Elderly

This experiential study was initiated by the student as a result of the direct care and concern of her ninety-five year old great-grandmother and her health and care needs during the last nine months of her life. The student interacted with elderly patients at in-patient care centers several times a week. One visit included making and delivering Christmas cards. During the student's visits she served cake and punch at a birthday party, helped residents participate in an Easter egg hunt, escorted patients through a nature garden, played card and board games with patients, and sang Christmas carols with a group of parents and students. As the great-grandmother required complete care, the student researched, visited, and compared nursing care and living accommodations at three local assisted living facilities and three hospice care units, participating in discussions of how to match patient needs with patient care. The student also participated in discussions about blood transfusions, intravenous nutrition, end-of-life care, death, and the grieving process. 

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What real-life circumstances is your young adult facing? Do these experiences include internships, community opportunities, or apprenticeships? Do these circumstances or experiences provide high school level (or higher) instruction or content? 

Perhaps your young adult is experiencing something extra-ordinary, something which will impact life--and other people--far beyond the high school years. There may be job shadowing, internships, community opportunities, or apprenticeships involved in the learning. Lives might be changing because of your young adult's learning experience.

Might you consider what those experiences are, how they are impacting lives, and how might they equate to credit? 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Foreign Language in High School: Which Language?

In part I of this series we discussed what homeschoolers need to know about foreign language. 

In part II I offered common questions homeschoolers may need to ask. 

In this final part of the series, I will offer insights on how to determine what language to pursue. Again, understand all young adult's, their calling, and their career goals are unique. Not all of these tips will apply to every student and there are likely some you will uncover as you research and walk the journey with your young adult. 

Why do some colleges require more than one year of language? This is a great question! Highly-selective schools will require or recommend more years of language for their applicants. Part of the reason colleges seek more than one year of a foreign language is an understanding that the first year of foreign language is foundational, introductory work. The second, third, and fourth years generally dig deep into advanced conversation, writing, and even analysis. Of course, there are always exceptions to this thought. 

Can the student switch language course of study? Most colleges want two, three, or even four years of language study, often in the same language. Sometimes, however, students will complete one year of one language and then switch to another language. This is usually acceptable IF the student then continues at least two consecutive years (some college prefer three) in the same language. Again, this is an area which is often university specific, so ask questions as early as possible. 

Do colleges have a preference as to what languages are taken? In our experiences, most colleges have no requirements as to which languages they prefer students take. Again, there may be a rare situation out there somewhere, so do your homework! 

Are there expectations as to content of foreign language courses? Colleges know languages are hard. That is part of the reason they require language study. Colleges also expect comprehensive course content. 

What are some factors which could be considered as a student decides which language to pursue? Students who know what career field they want to enter should consider a language which would be beneficial to their future. For example, a student who wants to teach English in a Germany may consider taking a few years of German language. Foreign language is particularly  beneficial to students who plan to work in international banking, law, telecommunications, travel, government, to name a few. With more an more careers spanning the global market, language could be a definite asset. Other common factors in determining which languages students may pursue are future travel plans, family heritage, or personal interest. 

If a student is considering several languages and trying to determine which might be the best choice, consider visiting ethnic restaurants, borrowing foreign language how-to courses from the library, or spending time with people who speak the languages of interest. Or, travel either for pleasure or missions. Being immersed in a language may help with the decision of which language to pursue. 

As the student is choosing which language to study, he or she may need to be reminded that study may become (and often does become) difficult. Learning a language can be hard. In the challenging times, we have had to remind our young adults of the bigger picture. The bigger picture, the goal, often helped our students hurdle temporary difficulties. 

I hope this series has been helpful to you and offered some points to consider as you help your young adult successfully navigate the foreign language trek. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

Foreign Language in High School: Questions YOU Need to Ask

In Part I, I shared common concerns homeschooling parents have in regards to high school foreign language requirements. 

We learned what questions we might need to ask as we walked the foreign language journey. In fact, when our family began researching foreign language possibilities twelve years ago,  we knew nothing about what questions to ask or to whom we should ask our questions.

Our journey was hands-on and experiential--just like yours--meaning we learned by walking through the experience and making mistakes.

In this post, I hope you can learn--not only from our experiences--but the experiences of hundreds of families with whom we have encouraged. These are only samples of the questions YOU may find necessary to ask dependent upon your unique situation. 

The foreign language journey with our first was fairly uneventful. Four of his five top university choices required two consecutive years of the same foreign language. By making sure he completed two years of the same language we would meet the requirements of every school in which he was interested. 

It is also helpful to know that our son did not want to dual enroll, so that was not an option. Therefore, we researched every other potential avenue. In the end, he simply completed two years of Spanish with FLVS, an online public school.

During his senior year, he applied to six colleges in total, all required two years of the same language. In the end, he chose a local four-year university honors college. At the end of his senior year, the university requested I send the final copy of his parent-generated transcript. 

Two weeks later, I received a letter in the mail. 

"Your high school foreign language credits have been verified from a valid source. We have waived the undergraduate foreign language graduation requirements."

Fantastic! We didn't see this coming. Of all the homeschooling high school meetings and conference workshops I had attended, no one had ever mentioned there was a potential for a college to use the earned high school foreign language credits to fulfill undergraduate requirements (outside of dual enrollment). We were pleasantly surprised and grateful!

Lesson learned: High school foreign language courses may be used to fulfill the undergraduate foreign language requirement IF the courses are taken from an entity approved by the college. 

Ask: From what entity could a student take foreign language and earn both high school and undergraduate college foreign language credit, aside from dual enrollment?

From our lesson with the first grad, our second son charted an intentional plan. Knowing university language courses can be more difficult due to depth of subject and amount of content covered in each class, we brainstormed with our young adult potential language options. He chose to follow the same path as his brother and take two years with the public online school. When he applied to attend a local state college, the admissions department asked for verification (transcript from the online school) that the foreign language was completed. They waived the foreign language requirement for his AA. Yes!

Interestingly, once our son earned his AA and continued seamlessly to the four-year university for the completion of his Bachelors degree (the same one from which our first graduated), I received a letter in the mail. 

"Please submit the final high school transcript so that we may verify completion of high school foreign language."

Our second son had his AA and BS foreign language requirements waived because we had taken the foreign language from a source each school considered valid. 

Side note here for those who wonder if the high school transcript is ever needed after earning an AA. In some cases (like this one), YES! 

When our third high schooler began to consider foreign languages, knowing what we experienced with the first two graduates, her primary consideration...get it done in high school!

She, however, had an interest in American Sign Language. We had to look for an entity where she could learn ASL fluently.  Interestingly, as we were deciding next steps, an email came from a friend, a certified interpreter, who was offering ASL 1 the coming year. I knew from research some universities won't recognize ASL as a foreign language. If they did recognize ASL as a language, they may not accept the means by which it would be taught.

As a mom, knowing what my daughter might face, I was hesitant to let her pursue this interest. 

Yet, I knew ASL was a genuine interest and I wanted my daughter to have an opportunity to learn a language that mattered to her. We researched. I connected with one college asking if they would accept ASL as a foreign language. Indeed, the college verified in writing via email that they would accept the ASL. My daughter took the class, realizing that though one college of choice accepted the credit, another may not. They would not, however, used her ASL course to fulfill the university foreign language requirement for her undergraduate degree. 

But remember, every situation is unique and individual depended upon the career and college choices. For example, last week, a family contacted me with a similar situation. A homeschooled high schooler had actively participated in the deaf ministry at their church where the student interacted and communicated with attendees who were deaf. Other studies were completed. The local state college told the family the student's studies would not likely be accepted for credit. 

Again, what one college deems acceptable for foreign language, another may not. Ask questions. 

What about learning challenges?

A student  we know sought accommodations for learning challenges. The student was eager to attend college, however knew accommodations would be needed to be successful. The educational psychologist recommended the student, due to the significant learning challenges--dyslexia and dysgraphia--should be allowed to take a substitute course for foreign language.  

Research and testing--on adult scales which most college require--provided information regarding documented learning challenges and foreign languages. In regards to significant learning disabilities and current, accurate documentation, some colleges may waive or offer substitute courses toward foreign language requirements. This is not true of all schools and is highly variable school to school. Therefore, parents must inquire and must be able to provide psychological reports as needed. 

Ask: Are college admission foreign language requirements waived--or are substitute courses accepted--for students with documented learning disabilities (on adult scales)? 

When we began our high school journey we had no idea what foreign language questions to ask. In most cases, we learned along the way, either by personal experience or the experience of families with whom we work closely. 

And, with two current high schoolers (and several on behind) we are likely to learn even more.

Do you have experience with high school foreign languages which my help readers? Please share in the comments.  

Up next, Part III.

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children. 

32 Ways to Learn from Real and Relational

Some of my children love making lapbooks, others prefer unit studies. Still others learn best when we incorporate field trips into our days. And, our middle and high school young adults? They have learned at co-ops, through online courses, and with personal independent study. 

In our twenty-three years of homeschooling, our children have benefited from activities rooted in just about every educational methodology.

As beneficial and pleasurable as these experiences have been, the greatest rewards in retention and relationship have come from incorporating life moments into our days together; discovering God’s creation, serving the needs of others, and engaging in conversations.

In the younger years, we:

• Watch busy ants carry food to their hills, commenting on their phenomenal strength and work ethic.
• Till a small garden and sow seeds, watering and weeding with hopes to enjoy the abundant harvest, the fruits of patience, diligence, and perseverance.
• Build a birdhouse, hanging it in a nearby tree and observing the types of birds that enjoy the shelter.
• Weed the flower bed, discussing root systems and parts of the plant.
• Pull out a blanket after the sun goes down and gaze upward, identifying constellations, studying the night sky.
• Study and sketch the moon each night, pondering its changes.
• Solve a jigsaw puzzle or play a game, building critical thinking and problem solving skills.
• Sing together, experimenting with high and low pitches and encouraging vocal giftedness.
• Sort the laundry, learning the difference between lights and darks while engaging in conversation.
• Tidy the house, encouraging young helpers to be a part of the family team, doing what they are able.
• Peel carrots together, strengthening small motor skills while discussing life’s profound questions, like why are bats nocturnal. 
• Make lunch together, slicing bread into half-inch slices and cutting sandwiches into halves and quarters.
• Make lemon meringue pie, marveling at how the egg whites change and stiffen.
• Slice and quarter lemons, stirring in one-half a cup of sugar and filling a pitcher with water to make lemonade.
• Cuddle on the couch, reading page after page, book after book, traveling to unknown places, meeting extraordinary people.
• Look through family photo albums, recalling favorite memories and sharing family history.
• Invite people of varying backgrounds, cultures, and careers into your home, broadening our children’s understanding of the world.
• Make homemade holiday and birthday cards, sending greetings to those who might need extra cheer.

During the pre-teen, teen and young adult years, we:

• Discuss theologies, philosophies, and belief systems, expanding our young adult's understanding of how people think and apply knowledge, while building and refreshing our own knowledge base.
• Learn with our young adults, discerning when to encourage independent study and when to be involved.
• Embrace our young adult's talents, giftedness, or special interests, offering to help in the discovery and research process.
• Start a sewing project, learning and creating alongside, shoulder to shoulder.
• Sweat with our teens, practicing sports and fitness skills, caring for their physical health.
• Walk briskly around the neighborhood, praying for the neighbors while setting a foundation for life fitness.
• Complete a task together (cleaning a bedroom, washing a car, mowing the yard), lightening the load of doing it alone and engaging in conversation which may not happen otherwise. 
• Take our teens on dates (clothes shopping, tea rooms, book cafés, or sports stores), enjoying our alone time together away from the hustle-bustle of everyday life.
• Read books together, sharing feelings and insights.
• Sit with our young adults, engaging in conversation, helping them sort through challenges, uncertainties, and frustrations.
• Strive to be quick to listen, asking questions that help our young adults move through difficult circumstances or relational snags using problem solving and conflict resolution skills.
• Relax together, watching a movie or discussing a recently read book.
• Serve at a local shelter, mission, or children’s home, blessing those who need an extra dose of love while encouraging one another to care for the least served.
• Offer childcare for single moms or moms on bed rest, meeting her practical needs.
• Go on a mission trips together, experiencing new cultures and serving people whose existence matters despite difficult circumstances. 

As our children move to adulthood and away from home, I often ask what mattered most in their learning and living years at home. By far, the experiences which have impacted them most, shaped their being, are the experiences which involved the real and relational. 

As you move about your day today, embrace the real and relational. Those moments matter and they will impact your family for years to come.

Transcript Matters: More than One Transcript?

I field a good number of transcript questions each month. In this post, I will address another question I received several times in the past few weeks. 

"What if my high schooler received some credits at the local public school, some through an online venue, and still others through dual enrollment? Do I need to create more than one transcript?" 

Great question. Home educated students have a variety of different environments from which they could possibly learn. Some of these entities are transcript-producing entities, meaning the entity is accredited and provides educational oversight and responsibility for students who take classes through their venue. Others do not produce transcripts (some co-ops and support group opportunities, private instruction and tutoring, church courses and seminars). 

First, it may be helpful to understand what a transcript is. 

A transcript is a permanent academic record which includes all grades conferred to the named student. It represents the student's academic record; a visual summary of the student's high school years. 

As the homeschooling parent overseeing your young adult's learning, you know your learner's academic record in its entirety, both in the home and away from the home. You know when courses were taken as well as which entity provided oversight for each class, whether it was an accredited transcript producing entity or not. You know whether some credits were earned at the local public school, and whether the course included CLEP or AP content, if the corresponding tests were taken, as well as what scores the student achieved. 

Yes, other entities may have conferred grades and credits, but you alone know where and when those grades and credits were earned. The parent-generated transcript you provide not only validates the courses, grades, and credits received directly under your supervision, but also offers employers and universities an overview of course variety and environments from which the student benefited, in and out of the home. Therefore, every course, grade, and credit is documented in one place--on the parent-generated transcript. It will be the parent-generated transcript which alerts any employer or university that they will receive transcripts from other entities.

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With four high schoolers, two grads who entered colleges and universities by differing methods and means, we have experienced this first hand. And, we have helped others walk through answering this question as well. In every case, having all courses--no matter where they were taken--documented on the parent-generated transcript was helpful in the admission process. 

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How did we denote courses taken outside the home?

First, there must be distinction made. We asked ourselves,

"Was this course taken under the oversight of a legally recognized transcript-producing entity?" 

If the course was taken at such an entity, we flagged the course on the transcript, meaning we added some type of notation super-scripted above the grade. Then we added an explanations of the flags under the grading scale of our transcript. 

Notation explanation as well as grading scale used for courses taken at home

For example, all of our high school learners completed foreign language online through an accredited source.  I didn't create the course, its content, or grade the work. This was all provided by the online instructor. As the parent overseeing the education of my student (outlined in our state statute), I knew the course was taken and that the source was accredited by the state, and is a transcript-producing entity. I added the course to my parent-generated transcript to provide colleges with the information that the foreign language requirement was met. However, my superscript alerted the colleges that they would be receiving an additional transcript for admission purposes. 

Courses taken in the home as well as outside entities.

For some students, there may be several superscripts. I worked on a transcript recently for a student who had taken courses at the local public high school, a private school, an online public school, and a state college. The superscript above the corresponding grades provided admission personnel with a quick, concise picture of where this student had received her high school requirements. 

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The parent-generated transcript not only validates the courses, grades, and credits received directly under the parent's supervision, but also offers employers and universities an overview of course variety and environments from which the student benefited, in and out of the home.

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If you have questions like the one presented in this post, connect with us. Mike and I would love to help you on your journey. We publish Celebrate High School newsletter for families considering or currently walking the high school journey. You can subscribe to that newsletter below. 

This blog post is intended to offer an example of personal experience. It is in no way intended to be legal advice and should not be taken as such. Parents own the sole responsibility for the training and education of their children.